Faculty Senate

Guidelines

The course(s) should be at the 300 or 400 level.

Opportunities for writing development may include formal and informal papers, journals, learning logs, in-class responses, writing based on research, writing for professional or general audiences, and other writing appropriate to the discipline. Courses might include an introduction to the conventions of professional writing in the field.

The amount of writing required will vary by department, depending on disciplinary expectations. A possible standard for writing in the designated course (or series of courses) might be twenty pages (5000 words), which could include revisions of previously submitted work.

The course(s) must include some form of instructional support for writing. This can include, but is not limited to: writing textbook, in-class instructional activities, group work on writing, conferences with course instructor, tutorial support.

There should be opportunities for revision of written work after a reader has responded to a draft. Opportunity for peer response is encouraged.

Writing assignments should be used throughout the semester, rather than concentrated at the end, to help students view writing as integral to learning within and across disciplines.

Assessment of writing development should be a significant component of students' final grades for WID courses.

WID courses should have a student-to-teacher ratio that does not exceed 25:1. This standard may be achieved by reducing WID class enrollments, modifying instructional technique, or by assigning graduate teaching assistants to WID instructors.